Working with your classmates, you will answer a set of guiding questions relating to this week's chapter. These questions must be answered in detail on this page. This [[#|collaborative project]] will be graded using part individual score and part group score. Refer to the Wiki Rubric located in the left menu of our Blackboard course. Along with reviewing the contents, I will check our wiki's revision history to monitor your participation.
What are the three "R's" of global collaboration?
What are some ways that the global community could be involved in a student project?
How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed?
How important is it to link authentic assessment models with collaborative projects?
What are the three "R's" of global collaboration? receive, read, and respond
What are some ways that the global community could be involved in a student project? They could be involved by helping look over the student’s project and give feedback. It’s just like how we are going to be expert advisers for the Flat classroom and we will be reviewing wikis and providing feedback to student’s projects.
How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers? They can be used to become student leaders who can manage and organize, inspire and motivate, as well as make decisions about contribution and [[#|collaboration]] as a project develops. This would be beneficial for a student, because it gives them opportunity to grow, become leaders, and learn to be a team player and help with whatever you can. For the teacher it will be good, because they wouldn’t have to do as much and can sit back and watch their students mature and become young adults and ready to face the real world one day.
How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed? There are three types of students engaged, procrastinators, and unengaged students. The engaged students are all ready to go for a project and will do their work. The procrastinators will take their time and even be late, but they will learn that they missed opportunities, such as, receiving outsourced work from other and having assistance. If you hold them accountable then most times the next project they will be a bit more engaged. Now, unengaged students just don’t want to do anything, so as for a teacher you will need to stay on top of them and make sure they [[#|complete]] their project. All students can contribute in their projects by doing their part, reviewing other students works on wiki, or even be a team leader and take over on the project and lay a foundation out for your other team mates. They can be assessed by using a rubric wiki.
How important is it to link authentic assessment models with collaborative projects? I think it is very important. I think it’s a good idea for students to work together on a project or assignment and help each other figure it out. I always hated having to do projects by myself, because if you get stuck you have no one to lean on and get help. Two head are always better than one.
Emily Cummings
What are the three "R's" of global collaboration? The three "R's" are Receive, Read, & Respond.
What are some ways that the global community could be involved in a student project? One way to get the global community involved is by public educational networks like a Google group. This is a great way to collect like-minded people together to discuss the student project.
How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?Students can be given jobs such as project manager or assistant project manager. These leaders manage the project, organize the project, inspire, and motivate other students. This can be beneficial for students because it gives them more responsibility and it helps students stay on any problems they may have with the project. This can be beneficial for teachers because teachers can have help looking for problems in each group. It can also benefit teachers, because students can help give feedback to other students.
How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed? Sometimes it can be hard to encourage students, however in a collaboration project let students pick and choose what they want to do. Give them a checklist and as a teacher keep check on it. This will encourage students to get the work done if the teacher is checking their work on a daily basis. Students can contribute by editing or discussing in the wiki, or by being a team leader and taking charge of the project. Students could contribute by sharing blog posts or by sharing research online also. Students can be assessed in the wiki, because teachers can go in and see who added what and who edited what. Students can also be assessed by measuring student participation by using the rubric created by Phil Macoun.
How important is it to link authentic assessment models with collaborative projects? It is very important because it encourages student participation. For a project to be completely successful students need to assure their connections and contributions are qualitative.
_ Betsy Griffin
1. What are the three "R's" of global collaboration? 1. Receive – make sure all emails are received. 2. Read – read all electronic correspondence daily. 3. Respond - verbally respond to any emails to let them know your there, sometimes called the “handshake.”
2. What are some ways that the global community could be involved in a student project? First thing is to get the message out about the project by use of blogs, twitter, facebook, etc. The next thing is to give positive feedback and guidance.
3. How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers? If you give the student’s the tools and expectations, they could be team or group leaders or managers of the projects. This would give them the roles of making decisions, helping to motivate and inspire them, and gives the responsibility which in turn is beneficial to their growth as future leaders. It is beneficial for teachers because it gives them a chance to see where the students need help at, helps give feedback and problem solving in the groups.
4. How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed? The three types of students are (1) engaged students which are students who share powerful learning experiences. They are ready for the roles giving to them and will make good leaders. (2) Procrastinators are the ones that wait till the end. They have problems finding others that want to work with them and they are always coming up with excuses. And (3) unengaged students are the ones that act like they are engaged in the projects but are really not doing anything at all. To get the students encouraged to participate, they need to be able to pick something in the project they are interested in doing, teachers need to keep track of their work and let them keep an online blog about the progress they are making and they can be assessed by a rubric for the project.
5. How important is it to link authentic assessment models with collaborative projects? It is very important because it helps give positive feedback to each of the students working on the project.
•What are the three "R's" of global collaboration?
Receive-it is important for participants to look for emails pertaining to the project.
Read-messages on a daily basis relating to the project
Respond-weekly activity reports are encouraged so that others know what everyone is doing
•What are some ways that the global community could be involved in a student project?
The first thing you must do to involve the global community is get the message out about the project. This is accomplished by using Twitter, website blogs, educational networks, Facebook, Instagram, or databanks. Another way to involve the global community is to collect like-minded people for discussion. This can be done by using Fuze or Google + Hangout to name a couple.
•How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
According to Julie Lindsey, student leaders can manage and organize, inspire and motivate, as well as make decisions about contribution and collaboration as a project develops. Students can also take advantages of roles that emerge as they collaborate. This would be beneficial for students because they would be working on developing their leadership and communication skills. Students that can inspire other students will emerge as leaders in the workplace when they graduate. Being organized is a skill that teachers especially love. If students can work together and be organized, it will be easier for the teacher to interact instead of directing.
•How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed? How important is it to link authentic assessment models with collaborative projects?__
Different types of students can be encouraged to participate by sharing blog posts, editing, and discussing. Students that procrastinate may have a better time working on blog posts where are students that are on top of it, would work better with editing, Also, students can share research online. The bad thing about this is that students that are procrastinators can ride the coat tails of the students that are engaged. Two programs that support contributions are Diigo and Delicious.
Student contributions can be assessed in a wiki by “by user” search function. This measures the amount of edits as well as how many users there are contributing. It is important to have a rubric for wikis so students know what is expected from them. A few more suggestions for group assessment that the textbook gives are: a combination of group and individual tasks, structured progression of assessment pieces, and a mandate to share the process. Accountability should be high for each student.
-Diane Trout
Lindsay, J., & Davis, V. A. (2013). Flattening classrooms, engaging minds: Move to global collaboration one step at a time . Boston: Pearson.
What are the 3 "R's" of global collaboration?
The 3 "R's" are receive, read, respond. Students have to receive the email before they can be actively involved. They must then read the message and do what has been talked about in it. Next they must respond because sometimes there will not be an activity that has to be done with each email. Sometimes it will just be an email to check-up on things and without a response then the recipient will not know anything and may assume that the person is not participating.
What are some ways that the global community could be involved in a student project?
The first thing that needs to be done is to get word out about the project, this can be done with blogs, twitter, Facebook, or any other form of social media. While getting word about the project is an important part, the project must also spark some kind of interest in the community that you are seeking to get involved. Next you need to have something for them to do. When people join something, they aren't necessarily going to just volunteer to come up with things for them to do that will help the project. Although that may happen sometimes, it is beneficial to have jobs or tasks already planned out that people can help with.
How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
Students can take leadership roles in the projects. After all, these projects are about the students growing and learning all that they can. We are there to help in any way we can but it is overall up to the students themselves on what they learn. According to Julie Lindsay and Vicki Davis, students can be Project Managers and Assistant Project Managers (2013). When students take these roles they are learning responsibility. When students take responsibility over a project they are learning that they have more control over their own learning. It also helps the teachers to be able to look more closely at the quality of the work. When teachers do not have to lead each group they are able to spend more, equal time with each.
How can different types of students be encouraged to participate in collaboration? What are some ways that students contribute? How can they be assessed?
Having all students participate in a group project is a hard task to accomplish. All students have different interests and different ways of looking at education and work. Some students are ones that want to get the work done as soon as they can. These students would benefit from leadership roles, that way they always have something to do. Another group of students are the ones that procrastinate. They do not rush to get their work done, so they wait as long as they can and then turn it in at the last minute. These students will do good with blog posts are something that isn't really intensive to work on. Lastly, we have the students that want to have no part in the activity and do not want to participate. The best thing to do for this group would be to have them pick things that interest them. If they have something that interests them then they will be more likely to participate.
How important is it to link authentic assessment models with collaborative projects?
It is very important because it encourages the students to participate. It also gives them feedback and lets them know that what they are doing has a purpose and isn't just busy work. As a student, they know what busy work is and they are not going to do their best on that work. Authentic assessment will help the students learn more. It makes it more meaningful and remembered to the students.
References:
Lindsay, J., & Davis, V. A. (2013). Flattening classrooms, engaging minds: Move to global collaboration one step at a time . Boston: Pearson.
Kaylee Hamelink
What are the three "R's" of global collaboration?
Receive, read and resopnd.
What are some ways that the global community could be involved in a student project?
The global community becomes involved in a student project when they know about the project and are able to interact and/or participate through open public forums like Twitter, websites, Facebook, ning, etc.. By making (parts of, in some cases) the project visible to the outside world you might invite both teachers and students who are like-minded into your project that otherwise would not have crossed paths.
How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
Students can be used to help manage projects by electing students to roles of Project Manager and/or Assistant Project Manager. These students, who have natural leadership abilities demonstrated early on in the project, take on the role of initiating communication within the group and making sure that things are running smoothly (work completed on time, links properly, everyone is contributing). Not only is it beneficial for the students to get this type of online leadership experience, but it helps the teachers out by freeing up some of their time worrying about the "whos doing what, and when?" details so they can focus on leading students in the research and content aspects of the project.
How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed?
Students, whether they fall into the category of engaged, procrastinators, or unengaged, can all be given encouragement and guidence in their participation. By closely monitoring student activity, unengaged students can be picked out for individual attention from teachers. Procrastinating students can be gudied and re-directed, sometimes a nudge is all someone needs to feel that their work and opinions are valid too! Students can contribute several ways; directly to the wiki pages, through comments in discussion boards, blog posts, emails and other various multimedia forms and tools, such as presentations and chat software. Students can be assessed on the quality of their interactions, frequency, appropriateness (digital citizen skills) and by showing improvement and progress both personally and as part of a team.
How important is it to link authentic assessment models with collaborative projects?
It is CRUCIAL to link authentic assessment models with collaborative projects! Having a pre-determinded collaborative product at the end of the project is what guides and holds together the entire project. Without a clear objective from the beginning, what is really the point of a project in the first place? By tying in authentic assessment models throughout the project (deadlines, reviews), students are kept on track and have clear goals to work towards their final outcome.
Emily Cummings
_
Betsy Griffin
1. What are the three "R's" of global collaboration?
1. Receive – make sure all emails are received.
2. Read – read all electronic correspondence daily.
3. Respond - verbally respond to any emails to let them know your there, sometimes called
the “handshake.”
2. What are some ways that the global community could be involved in a student project?
First thing is to get the message out about the project by use of blogs, twitter, facebook, etc. The next thing is to give positive feedback and guidance.
3. How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
If you give the student’s the tools and expectations, they could be team or group leaders or managers of the projects. This would give them the roles of making decisions, helping to motivate and inspire them, and gives the responsibility which in turn is beneficial to their growth as future leaders. It is beneficial for teachers because it gives them a chance to see where the students need help at, helps give feedback and problem solving in the groups.
4. How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed?
The three types of students are (1) engaged students which are students who share powerful learning experiences. They are ready for the roles giving to them and will make good leaders. (2) Procrastinators are the ones that wait till the end. They have problems finding others that want to work with them and they are always coming up with excuses. And (3) unengaged students are the ones that act like they are engaged in the projects but are really not doing anything at all. To get the students encouraged to participate, they need to be able to pick something in the project they are interested in doing, teachers need to keep track of their work and let them keep an online blog about the progress they are making and they can be assessed by a rubric for the project.
5. How important is it to link authentic assessment models with collaborative projects?
It is very important because it helps give positive feedback to each of the students working on the project.
•What are the three "R's" of global collaboration?
Receive-it is important for participants to look for emails pertaining to the project.
Read-messages on a daily basis relating to the project
Respond-weekly activity reports are encouraged so that others know what everyone is doing
•What are some ways that the global community could be involved in a student project?
The first thing you must do to involve the global community is get the message out about the project. This is accomplished by using Twitter, website blogs, educational networks, Facebook, Instagram, or databanks. Another way to involve the global community is to collect like-minded people for discussion. This can be done by using Fuze or Google + Hangout to name a couple.
•How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
According to Julie Lindsey, student leaders can manage and organize, inspire and motivate, as well as make decisions about contribution and collaboration as a project develops. Students can also take advantages of roles that emerge as they collaborate. This would be beneficial for students because they would be working on developing their leadership and communication skills. Students that can inspire other students will emerge as leaders in the workplace when they graduate. Being organized is a skill that teachers especially love. If students can work together and be organized, it will be easier for the teacher to interact instead of directing.
•How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed? How important is it to link authentic assessment models with collaborative projects?__
Different types of students can be encouraged to participate by sharing blog posts, editing, and discussing. Students that procrastinate may have a better time working on blog posts where are students that are on top of it, would work better with editing, Also, students can share research online. The bad thing about this is that students that are procrastinators can ride the coat tails of the students that are engaged. Two programs that support contributions are Diigo and Delicious.
Student contributions can be assessed in a wiki by “by user” search function. This measures the amount of edits as well as how many users there are contributing. It is important to have a rubric for wikis so students know what is expected from them. A few more suggestions for group assessment that the textbook gives are: a combination of group and individual tasks, structured progression of assessment pieces, and a mandate to share the process. Accountability should be high for each student.
-Diane Trout
Lindsay, J., & Davis, V. A. (2013). Flattening classrooms, engaging minds: Move to global collaboration one step at a time . Boston: Pearson.- What are the 3 "R's" of global collaboration?
The 3 "R's" are receive, read, respond. Students have to receive the email before they can be actively involved. They must then read the message and do what has been talked about in it. Next they must respond because sometimes there will not be an activity that has to be done with each email. Sometimes it will just be an email to check-up on things and without a response then the recipient will not know anything and may assume that the person is not participating.- What are some ways that the global community could be involved in a student project?
The first thing that needs to be done is to get word out about the project, this can be done with blogs, twitter, Facebook, or any other form of social media. While getting word about the project is an important part, the project must also spark some kind of interest in the community that you are seeking to get involved. Next you need to have something for them to do. When people join something, they aren't necessarily going to just volunteer to come up with things for them to do that will help the project. Although that may happen sometimes, it is beneficial to have jobs or tasks already planned out that people can help with.- How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
Students can take leadership roles in the projects. After all, these projects are about the students growing and learning all that they can. We are there to help in any way we can but it is overall up to the students themselves on what they learn. According to Julie Lindsay and Vicki Davis, students can be Project Managers and Assistant Project Managers (2013). When students take these roles they are learning responsibility. When students take responsibility over a project they are learning that they have more control over their own learning. It also helps the teachers to be able to look more closely at the quality of the work. When teachers do not have to lead each group they are able to spend more, equal time with each.- How can different types of students be encouraged to participate in collaboration? What are some ways that students contribute? How can they be assessed?
Having all students participate in a group project is a hard task to accomplish. All students have different interests and different ways of looking at education and work. Some students are ones that want to get the work done as soon as they can. These students would benefit from leadership roles, that way they always have something to do. Another group of students are the ones that procrastinate. They do not rush to get their work done, so they wait as long as they can and then turn it in at the last minute. These students will do good with blog posts are something that isn't really intensive to work on. Lastly, we have the students that want to have no part in the activity and do not want to participate. The best thing to do for this group would be to have them pick things that interest them. If they have something that interests them then they will be more likely to participate.- How important is it to link authentic assessment models with collaborative projects?
It is very important because it encourages the students to participate. It also gives them feedback and lets them know that what they are doing has a purpose and isn't just busy work. As a student, they know what busy work is and they are not going to do their best on that work. Authentic assessment will help the students learn more. It makes it more meaningful and remembered to the students.References:
Lindsay, J., & Davis, V. A. (2013). Flattening classrooms, engaging minds: Move to global collaboration one step at a time . Boston: Pearson.Kaylee Hamelink
What are the three "R's" of global collaboration?
Receive, read and resopnd.
What are some ways that the global community could be involved in a student project?
The global community becomes involved in a student project when they know about the project and are able to interact and/or participate through open public forums like Twitter, websites, Facebook, ning, etc.. By making (parts of, in some cases) the project visible to the outside world you might invite both teachers and students who are like-minded into your project that otherwise would not have crossed paths.
How can students be used to help manage a project? Why would this be beneficial for the students? For the teachers?
Students can be used to help manage projects by electing students to roles of Project Manager and/or Assistant Project Manager. These students, who have natural leadership abilities demonstrated early on in the project, take on the role of initiating communication within the group and making sure that things are running smoothly (work completed on time, links properly, everyone is contributing). Not only is it beneficial for the students to get this type of online leadership experience, but it helps the teachers out by freeing up some of their time worrying about the "whos doing what, and when?" details so they can focus on leading students in the research and content aspects of the project.
How can different types of students be encouraged to participate in collaboration? What are some ways that students can contribute? How can they be assessed?
Students, whether they fall into the category of engaged, procrastinators, or unengaged, can all be given encouragement and guidence in their participation. By closely monitoring student activity, unengaged students can be picked out for individual attention from teachers. Procrastinating students can be gudied and re-directed, sometimes a nudge is all someone needs to feel that their work and opinions are valid too! Students can contribute several ways; directly to the wiki pages, through comments in discussion boards, blog posts, emails and other various multimedia forms and tools, such as presentations and chat software. Students can be assessed on the quality of their interactions, frequency, appropriateness (digital citizen skills) and by showing improvement and progress both personally and as part of a team.
How important is it to link authentic assessment models with collaborative projects?
It is CRUCIAL to link authentic assessment models with collaborative projects! Having a pre-determinded collaborative product at the end of the project is what guides and holds together the entire project. Without a clear objective from the beginning, what is really the point of a project in the first place? By tying in authentic assessment models throughout the project (deadlines, reviews), students are kept on track and have clear goals to work towards their final outcome.